Section 1: Personal Profile

Part 1: Teaching Philosophy (K&L)

Answer the following questions in a personal and professional manner:
What led you to become a teacher?
What do you hope to accomplish as a teacher?
What major concepts guide or shape your views on being a good teacher?

Evidence resources:
readings from Knowing and Learning
readings from Classroom Interactions
reading from Perspectives

Part 2: Cover Letter (CI)
State your future goals for employment in the form of a letter that accompanies a rsum to a potential employer.
This letter should be tailored to the job you are seeking, making clear to a future employer that you have specific
information about his or her organization that makes you a good fit.

Your cover letter may be addressed to a school at which you have had a field experience or a school where you
would like to seek future employment. Even if youre unsure about whether or not you want to teach, the cover
letter should be as professional as possible.

Evidence resources:
UTD Career Center
Faculty
Mentor teachers

Part 3: Rsum (CI)
This is a presentation of your work and educational background. The audience is a principal or other professional
who hires teachers.

Evidence resources:
Career Center
Faculty
mentor teachers

Include teaching experiences in the UTeach Program with a statement of how you have taught lessons at varying
grade levels and schools to get a full view of the educational system.

State also that you have taught on teams as well as individually in these experiences.




Section 2: Subject Matter Knowledge (RM/F&M)
Mathematics 1
Apply both informal and formal mathematical
reasoning in problem solving and state the
importance of being able to apply both reasoning
to the same problem.

Evidence suggestions:
an example of a challenging proof from a
specific mathematics course
from Functions and Modeling: showing versus
proving statements relating to the triangle
inequality, specifically for complex numbers
from Functions and Modeling: proving
different field properties of the complex
number system

Science 1
State a question about the natural world and
outline how to develop it into a specific inquiry
that answers the question in whole or in part.

Evidence suggestions:
inquiry from research methods courses taught
through UTeach, evidence from a laboratory
course (biology, chemistry, physics, etc.)
paper from independent research course


Mathematics 2
Describe the connections between multiple
representations of a mathematical concept.

Evidence suggestions:
from Functions and Modeling: connecting the
distance formula, equation of a circle, and the
Pythagorean Theorem pictorially, verbally,
and algebraically
evaluation of student artifacts from CI

Science 2
Evaluate the strength of a scientific explanation or
hypothesis using scientific evidence and
methodology.

Evidence suggestions:
an analysis of experimental data that makes
use of statistical hypothesis testing
a discussion of a mathematical model you
designed yourself and its comparison with the
phenomenon it represents.
All Contents 1
Generate a model of a natural phenomenon and evaluate how well the model represents the situation.

Evidence suggestions:
an analysis of an inquiry from Research Methods
an analysis of a model you designed yourself
Functions and Modeling: using data to find a model of a physical characteristic of our universe

All Contents 2
Describe a topic in the subject area and describe the connections with prerequisite topics, future topics, and
other subjects.

Evidence suggestions:
an essay in which you explain how material in a lesson plan you have prepared depends upon material in
previous years, or lays the foundation for material in the following years.
K&L generative lessons
CI Knowledge Package
paper from Perspectives
lesson plan from Perspectives
an essay in which you explain how material in a lesson plan you have prepared depends upon material in
previous years, or lays the foundation for material in the following years, and connects to other subjects
other than mathematics.
from Functions and Modeling: exponential growth and decay from a differential perspective
connections between Algebraic manipulation, exponential/logarithms, rules/calculus,
concepts/integration techniques

All Contents 3
Connect a state and a national standard to a lesson taught in the secondary schools. Explain how you
assessed those standards to demonstrate student mastery.

Evidence suggestions:
Step 1 and Step 2 lesson plans
Teach 1 & Teach 2 lesson plans in CI
Commentary on a lesson plan you have written.
PBI Unit
All Contents 4
Illustrate how to bring out the historical importance of your subject material, its contribution to large ideas,
and its significance in todays society.

Evidence suggestions:
paper from Perspectives
lesson plan from Perspectives
other relevant lesson plans
Teach 1 &Teach 2 lesson plans in CI
from Functions and Modeling: the relationship of complex numbers and cosmology and physics
(background discussion of the applications of complex numbers)
from Functions and Modeling: function rate of change relating to the works of Newton and Kepler
paper from Perspectives
lesson plan from Perspectives
other relevant lesson plans
CI video


Section 3: Equity and Inclusive Design
Part 1 (CI)
Demonstrate an awareness of student diversity while preparing lessons, presenting lessons, and assessing
students. Include evidence of how you create an inclusive and assessable learning environment for students
from different backgrounds, students who have different interests, students of different genders, students for
whom English is not their first language and students who legally require accommodations and/or
modifications.

Evidence suggestions:
lesson plan with comments from Step 1, Step 2, CI, PBI
discussion based on reading from a specific UTeach course
K&L clinical interviews
CI lesson plans, written analyses, poster presentations, responses to forum prompts, video clips
PBI modifications for special populations in the lesson plans and formative assessments
CI, annotated video permission
CI word chart
video footage - CI


Section 4: Teaching Preparation

Part 1 (CI/PBI)
Describe and document your process for developing a learning experience. Illustrate the connection between
the state/national standards, the selection and evaluation of resources and technologies, the creation of
student activities, the adjustments and modifications for students with individual needs, and the development
of student assessments.

Evidence suggestions:
CI lesson plans in draft, intermediate, and final stages, with discussion
Unit Project Lessons - PBI
Inquiry unit project of 5 5E reading Lesson Plans-Reading
Classroom activities and discussion-Functions and Modeling
Videos and reflections of field teaching experience - PBI
Unit Project - PBI
Students demonstrate by gathering data that they know how to operate probes and computers, and
understand the importance of calibrating scientific instruments- Research Methods
Written papers, oral presentations-Perspectives
Lesson Plans, including essays justifying them and responses to review comments - CI

Part 2 (PBI)
Explain and provide evidence about how you design lessons that encourage all students to participate, that
connect the content to the interests and experiences of your students, and that make learning assessable and
meaningful for students of all ability levels. Include in your reflection a discussion of your ability to assess the
value and reliability of information on this topic from print and online sources.

Evidence suggestions:
CI lesson plans
PBI project development
PBI lesson plan for field experience and project

Section 6: Instruction and Delivery

Part 1 (PBI)
Describe and provide evidence of how you teach and engage all students in meaningful learning experiences.

Evidence suggestions:
Step 1 or Step 2 field experience
CI lesson plans
CI video
lesson plans for PBI
standards-based project and videos of teaching

Part 2 (PBI)
Describe and provide evidence of your questioning and assessment techniques. Include evidence of how you
use assessment to respond flexibly to students during instruction.

Evidence suggestions:
CI analysis of questioning effectiveness in the major analysis assignments and article-prompted forum
posts
CI - Teach 1 and Teach 2 analyses
lesson plans for PBI with multiple formative assessments
weekly calendar for PBI project

Part 3 (PBI)
Describe and provide evidence of how you have used technology to enhance the learning experiences of your
students.

Evidence suggestions:
CI lesson plans
PBI video production
use of Probeware in PBI
syllabus from PBI highlighting time spent during the semester on technologies

Section 7: Professional Responsibilities
Part 6 (CI)
Read the Code of Ethics and Standard Practices for Texas Educators and reflect on a specific standard as it
pertains to your classroom.

Evidence suggestions:
PBI project requirements for Driving Questions and the ethical properties of the Driving Questions